Historia scholastica

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Browsing Historia scholastica by Author "Berner, Esther"

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    “Every City Dweller is, if not Ill, at Least in Need of Recovery.”1 The Schullandheim (Rural School Hostel) in the Context of Crisis and Reform after the First World War
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Berner, Esther; Technická univerzita v Liberci
    Rural school hostels have hardly been the subject of interest in educational history to date. This is despite the fact that after the First World War an actual rural school hostel movement was formed in Germany and corresponding institutions still exist today. The founding of rural school hostels can be placed in the post-war context, which was characterised by crises. At the same time, their success is fuelled by a multitude of intersecting and mutually reinforcing discourses whose origins go back further. These are reconstructed in this article under keywords such as urbanisation, hygiene and community education. While the hygienic objectives (health, nutrition, architecture, etc.) followed a logic of objectification and standardisation, the ideal of a personalised close relationship between teacher and pupils was guided by modes of subjectivity and individualisation. The combination of these two tendencies merged sometimes into ideas of pedagogical omnipotence. Moreover, the focus on the individual child was always framed by an overarching collectivising idea of community, which was to take on increasingly totalitarian traits at the transition to and during National Socialism.
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    Mathilde Vaerting (1884–1977) und ihr (unzeitgemäßer) Beitrag zu Pädagogik und Macht
    (Národní pedagogické muzeum a knihovna J. A. Komenského, ) Berner, Esther; Hofbauer, Susann; Technická univerzita v Liberci
    The article deals with the first German female educational scientist Mathilde Vaerting and her analytical contributions on topics such as sex, gender and the role of power, as well as to the question of power and violence in pedagogy, which are still relevant today. The starting point of her considerations is a comprehensive sociology of power and an intensive examination of the psychology of gender. Her engagement with corresponding pedagogical questions (e.g. co-education) is strongly influenced by the contemporary progressive education movement, in which she actively participated. Her analyses of power and domination and their role in the relationship between the gender, but also between teachers and students and in other pedagogical interaction, are in many parts inspired by her own life and career experiences as a female scholar in the period around and after the First World War. Although she was the first woman to be appointed to a professorship in educational science in Germany in 1923, her name hardly appears in the historiography of the discipline to this day. Targeted exclusionary strategies by her male colleagues, supported by a male-dominated politics and academic culture, had made her an academic outsider during her lifetime and for the time after.